According to Patricia Vakosthere are particular challenges for students who are visual learners. Some of those issues are:

They may have difficulty with oral directions, especially those with more than two steps.

They often look to see what everyone else is doing kids.

They have a keen sense of observation and need to be able to focus on the speaker, sitting close enough to pick up visual cues.

Outside noises or background music impairs their ability to maintain attention, because many have difficulty filtering out sounds.

They learn best when the assignment is demonstrated or illustrated rather than given orally. They have difficulty following lectures.

They often do not remember information given orally without being able to see it. They memorize using visual clues. Even when doing oral spelling, they must first write the word.

They may appear to "zone out" during lengthy oral presentations.

They often think in pictures, not words, and store visual images. For this reason, they process oral input slowly—because they must translate oral to visual imagery.

They recall information better if allowed to read it silently first.

During a lecture, they will write down everything they hear and will process it later. They will take notes even when given printed lecture notes in advance.

They will perform poorly on oral or timed tests.

They can often remember where they saw an item in their notebook or text. Their minds capture a mental image of the material.

Based on what you read about Gardner's Multiple Intelligences and considering the comments from master veteran teachers like Mr. Hill and Mr. Wollard, do you think it is important to use varying types of visual/graphic representations in your teaching of history? Why? What are the most important considerations? Provide your responses as a comment below.